Threaded+Discussion

//Page created by: Christina Zoerhof//

__**Definition**__ A //threaded discussion// is an asynchronous, online dialogue consisting of people’s (e.g., students’) posts and replies in regards to specified topics or prompts (Rizopoulos & McCarthy, 2002).

__**Best Practices for Educators**__


 * Benefits of Threaded Discussions**
 * Can increase overall participation in class discussions (Rizopoulos & McCarthy, 2009).
 * Allows for individual pacing. This can be particularly helpful for English Language Learners (Rizopoulos & McCarthy, 2009).
 * Works with varying schedules, as it allows for participation twenty-four hours a day and seven days a week (Rizopoulos & McCarthy, 2009).
 * Offers a platform for critical thinking, as time is granted for the construction of thoughtful, well-researched student responses (Trufant, 2003).
 * Provides a digital record of student responses (Bouchat, 2006).
 * Can be used across multiple content areas – science, math, language arts, social studies, art, music, et cetera (Rizopoulos & McCarthy, 2009).
 * Can be used for multiple purposes, such as: an anticipatory set or for sharing of research, experiments, and/or interpretations (Bouchat, 2006).
 * Adds variety to the curriculum (Bouchat, 2006).
 * Provides another way for students to demonstrate learning (Bouchat, 2006).


 * Drawbacks of Threaded Discussions**
 * Internet access is necessary (Bouchat, 2006).
 * May increase stress for students that struggle with writing (Rizopoulos & McCarthy, 2009).
 * Students may veer off topic (Rizopoulos & McCarthy, 2009).
 * Can occupy a lot of instructor time (e.g. set-up, monitoring, grading, feedback); although, thoughtfully constructed prompts might be re-used year after year (Bouchat, 2006).
 * Demands more student time. Students must read through a larger amount of dialogue than would have time to transpire during an in-class setting (Bouchat, 2006).


 * Helpful Hints**
 * Provide “how to” instructions and ensure that tech support is available (Bouchat, 2006).
 * To ensure participation, make threaded discussions a graded assignment (Rutgers, 2013).
 * Provide clear expectations via a rubric (Rutgers, 2013).
 * Clearly indicate response due dates (Rutgers, 2013).
 * Offer encouragement and timely feedback (Rutgers, 2013).
 * Use open-ended questions for prompts (Trufant, 2003).
 * Provide multiple prompts (to choose from) to ensure that concepts are not fully exhausted before all students have an opportunity to participate (Bouchat, 2006).

__**3 Web-based Resources**__


 * **“Move Over Socrates: Online Discussion is Here”** //[]//

In this article, Dr. Laurel Warren Trufant of the University of New Hampshire relates the quest for inspiring critical thought in students to the use of online, threaded discussions and describes the role of the effective facilitator/teacher.

//[]//
 * **“Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas”**

This article documents the results of a study comparing the value of in-class discussion to online, threaded discussions. The participants of this study were preservice teachers – working towards their initial state teacher certification – enrolled in a social studies methods class.


 * **“Rubric Samples for Grading Discussions”**//[]//

This webpage contains a list of smart, discussion thread, class policies and two, worthy rubrics for grading discussion threads.

References

Bouchat, C. (2006, October 30) Beyond self-teaching online: Using the threaded discussion in distance education. //Learning Solutions Magazine.// Retrieved November 15, 2013, from http://www.learningsolutionsmag.com/articles/202/x/pageall

Grading threaded discussions. (2013). //Rutgers Continuing Studies//. Retrieved November 15, 2013, from https://onlinelearning.rutgers.edu/resource-grading-threaded-discussions

Larson, B.E., & Keiper, T.A. (2002). Classroom discussion and threaded electronic discussion: Learning in two arenas. //Contemporary Issues in Technology and Teacher Education//. //2//(1). Retrieved November 15, 2013 from http://www.citejournal.org/vol2/iss1/socialstudies/article1.cfm

Rizopoulos, L.A., & McCarthy, P. (2009). Using online threaded discussions: Best practices for the digital learner. //J Educational Technology Systems.// //37//(4) 373-383. Retrieved from http://web2integration.pbworks.com/f/USING+ONLINE+THREADED+DISCUSSIONS-+BEST+PRACTICES+FOR+THE+DIGITAL+LEARNER.pdf

Rubric samples for grading discussions. (2007, April 20). //Cleveland State University Ask// //eLearning Knowledge Base//. Retrieved November 15, 2013, from http://askelearning.csuohio.edu/kb/?View=entry&EntryID=231

Trufant, L.W., (2003). Move over Socrates: Online discussion is here. //NERCOMP//. Retrieved from http://net.educause.edu/ir/library/pdf/NCP0330.pdf